Practicing school psychologists: Their characteristics, activities, and populations served.

Abstract

In order to collect current information about school psychologists, a questionnaire was sent to a nationwide, random sample of practicing school psychologists. The responses of 877 school psychologists were analyzed. Results indicated the majority of time was spent in assessment (54%), followed by intervention (23%), consultation (19%), and research (/%). A reduction in assessment and increases in intervention, consultation, and research were desired. In addition, the responding school psychologists devoted 84% of their time to exceptional students, whereas they wanted to spend more time with the general school population and less time with learning disabled and mentally retarded students. A regional analysis indicated a more clinical approach to school psychology in the northeast and a more assessment-oriented approach in the southeast. Finally, school psychologists with a student ratio of less than 1:1,500 devoted more time to intervention and less time to assessment than did school psychologists where the student-to-psychologist ratio was higher.

The status of school psychology: Implications of a major personnel shortage

“…As recently as the early 1980s, 54% of the field was reported to be male (Smith, 1984). However, gradual growth in the percent of females had begun years earlier, and by 1999 to 2000, women represented 70% of all school psychologists .…”

“…For example, Smith (1984) reported that ratios of 1,500:1 or less were associated with more intervention-based services and less assessment services. Based on analyses of data for the 1994 to 1995 school year, found that higher ratios were associated with more initial specialeducation evaluations and reevaluations and a greater percentage of time spent overall in specialeducation-related activities.…”

“…Farling and Hoedt (1971) reported that only 1.8% of all school psychologists held a specialist degree in 1969 to 1970, and only 3.4% held a doctorate. In just more than 10 years, those percentages had increased to 22 and 16%, respectively (Smith, 1984). In a recent national study, found that 28.2% of the school psychologists responding had earned a specialist degree while 30.3% had earned a doctoral degree.…”

“…Much of the data resulted from survey research and may have been influenced by limitations inherent in that type of methodology. Although some studies resulted in return rates in the range of 70 to 80% (e.g., Curtis, Hunley, Walker, & Baker, 1999;Graden & Curtis, 1991;Hosp & Reschly, 2002;Lund, Reschly, & Martin, 1998), others reported return rates of only 40 to 45% (e.g., Farling & Hoedt, 1971;Smith, 1984;Smith, Clifford, Hesley, & Leifgren, 1992). There is the possibility with survey research that the findings might have been different if nonrespondents had chosen to participate.…”

A Conceptual Model for the Expansion of Behavioral Consultation Training

“…For example, practicing school psychologists have reported that consultation generally has been a high priority in their delivery of services (Smith, 1984). However, although many practitioners have received didactic training, very few training programs provide a field practicum or other supervised experience in consultation (Meyers, Wurtz, & Flanagan, 1981).…”